Old Church Church of England C Primary School
phone: 0121 5686329
headteacher: Ms Davina Clacy
300 pupils capacity: 117% full
160 boys 45%
190 girls 54%
Last updated: June 18, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 397380, Northing: 296760
- GPS coordinates
- Latitude: 52.569, Longitude: -2.0401
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 1, 2014
- Diocese of Lichfield
- Region › Const. › Ward
- West Midlands › Walsall South › Darlaston South
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Pinfold Street Primary School WS108PU (398 pupils)
- 0.3 miles Rough Hay Primary School WS108NQ
- 0.3 miles St Joseph's Catholic Primary School, Darlaston WS108HN (239 pupils)
- 0.3 miles Darlaston Community Science College WS108QJ
- 0.3 miles Grace Academy Darlaston WS108QJ (717 pupils)
- 0.3 miles Rough Hay Primary School WS108NQ (344 pupils)
- 0.4 miles Rowley View Nursery School WS107RU (80 pupils)
- 0.6 miles Kings Hill Primary School WS109JG (310 pupils)
- 0.6 miles Moxley Nursery and Infant School WS107RL
- 0.6 miles St Thomas More Catholic School, Willenhall WV147BL (1444 pupils)
- 0.7 miles Salisbury Primary School WS108BQ (304 pupils)
- 0.8 miles Old Park Primary School WS109LX (498 pupils)
- 1 mile Holyhead Primary School WS107PZ (210 pupils)
- 1 mile Dorothy Purcell Junior School WV148NE
- 1 mile Green Acres Junior School WV147AE
- 1 mile Shepwell Centre A Short Stay School (PRU-Medical) WV132QJ
- 1 mile Moorcroft Wood Primary School WV148NE (231 pupils)
- 1.1 mile County Bridge Primary School WS20DH (216 pupils)
- 1.1 mile St Giles Church of England Primary School WV132ER (360 pupils)
- 1.1 mile Field View Primary School WV147AE (434 pupils)
- 1.2 mile Albert Pritchard Infant School WS109QG (246 pupils)
- 1.2 mile Wood Green Junior School WS109BW (234 pupils)
- 1.2 mile St Mary's Catholic Primary School WS109PN (243 pupils)
- 1.2 mile Loxdale Primary School WV140PH (251 pupils)
Old Church C of E Primary
School Street, Darlaston, WS10 8DL
|Inspection dates||1–2 April 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Pupils’ progress has improved and it is now |
Children enter the Nursery with skills and
Teaching is consistently good. Teachers
Pupils behave well around the school and in
Pupils take on a range of responsibilities
Pupils say that they feel safe in the school.
knowledge well below those expected for
their age. They make good progress because
teachers focus on developing their skills with
a range of fun activities which children enjoy.
ensure lessons are interesting so pupils are
engaged in learning.
lessons. Their positive attitudes to learning
support their good progress.
including ‘happy helpers’ who are trained to
support other pupils who need help.
Attendance has improved and is now broadly
| The headteacher’s high expectations, well |
Governance has improved. Governors are very
supported by other leaders, managers and
governors, have ensured that teaching and
achievement have improved and are now
supportive of the school and are now able to
question and challenge in more detail to
ensure continuous improvement.
| Teaching is good rather than outstanding so |
pupils do not always make rapid progress.
Marking in books does not always give pupils
clear information about how to improve their
work which is then followed up by teachers.
| Teachers occasionally do not have high enough |
expectations for the most able pupils or set
them challenging work that will help them
reach higher levels.
Information about this inspection
- The inspection team observed 19 lessons or part-lessons including one observation carried out
jointly with the headteacher.
- Inspectors spoke with two groups of pupils in meetings and with others around the school and in
- Pupils’ work in lessons was looked at along with work they have completed over time in their
books. Inspectors also heard pupils read, attended an assembly and observed pupils’ behaviour
at playtime and in the lunch hall.
- Meetings were held with the headteacher, staff, a local authority representative and the Chair of
the Governing Body with four other governors.
- Inspectors spoke with parents and carers at the start of the day as they brought their children to
school and considered the 24 responses to the online survey, Parent View. The completed
questionnaires from 13 staff were also reviewed.
- The inspection team looked at the school’ s work, its review of its own performance and plans
for the future, minutes of meetings of the governing body, documents relating to the
management of the performance of staff, and behaviour, attendance and safeguarding
|Susan Williams, Lead inspector||Additional Inspector|
|Steven Cartlidge||Additional Inspector|
|Aileen King||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- The large majority of pupils are White British with others from a range of different backgrounds.
- The proportion of pupils for whom the school receives the pupil premium funding, which is
additional government funding for pupils known to be eligible for free school meals and other
groups, is above average.
- The proportion of pupils supported through school action is below average, as is the proportion
supported at school action plus or with a statement of special educational needs.
- The school meets the government’s floor standards, which set the minimum expectations for
pupils’ attainment and progress in English and mathematics.
- A new headteacher took up her post in September 2012 and a new Chair of the Governing Body
was appointed in November 2011. A new numeracy coordinator commenced in September 2013.
What does the school need to do to improve further?
- Improve teaching so that it is outstanding overall and pupils make more rapid progress by:
marking books so that pupils are clear about how to improve their work and teachers then
following this up
teachers having higher expectations of the work set for the most able pupils to help them
reach the higher attainment levels.
|The achievement of pupils||is good|
- Progress has improved and pupils now make consistently good progress throughout the school.
Evidence from the school’s own data and pupils’ books shows that pupils achieve well.
- Children enter the Early Years Foundation Stage with skills and knowledge well below those
typical for their age in all areas of development. Staff plan a range of interesting activities which
engage children and help them to develop their skills in a fun way. For example, children in
Nursery enjoyed exploring and finding out for themselves what symmetrical patterns appear in
nature and used mirrors to investigate the symmetry of butterflies. Although attainment remains
below average at the end of the Reception Year, children make good progress.
- Early reading skills are well developed. The results of the Year 1 phonics (letters and their
sounds) check improved in 2013 and were above average. Pupils say that they enjoy their
reading and they like different books, especially storybooks. They attempt reading more difficult
words and are able to correct these if they get them wrong. They understand the meaning of
what they read.
- Pupils’ writing skills are also developed well and pupils get opportunities in different subjects,
such as history, to use their skills to write in different formats. Mathematics skills are also being
improved and there is an increased focus on pupils developing the basic skills in addition,
subtraction, multiplication and division more quickly.
- Progress has accelerated in the last two years and although attainment remained below average
at Key Stage 2 in reading and mathematics, and average in writing in 2013, these pupils made
good progress addressing previous underachievement.
- Pupils who receive support from pupil premium funding receive extra help in lessons and as
individuals and in small groups. There is a wide range of extra help including literacy, numeracy
and specialist language support. The school carefully identifies what extra help will make the
most difference and monitors this to make sure these pupils make more rapid progress. Progress
is improving for these pupils and gaps are narrowing. In the national tests in 2013 these pupils
were half a term behind others in reading and mathematics and half a term ahead in writing.
- Disabled pupils and those who have special educational needs receive extra help in lessons and
small groups and make good progress. Where specific needs are identified the school provides
specialist help to help these pupils make good progress and catch up with others. This successful
work demonstrates the school’s successful drive to ensure equality of opportunity. Pupils from all
backgrounds achieve well.
- The most able pupils make good progress although on occasions expectations are not always
high enough and the work is not hard enough for these pupils to make rapid progress so they
can reach the highest levels.
|The quality of teaching||is good|
- Teaching in a wide range of subjects, including literacy and numeracy, is consistently good.
Pupils are engaged and motivated in lessons because activities are interesting.
- Lessons are well organised and routines support pupils’ learning. When pupils change between
activities very little time is wasted. Pupils think carefully about their work and try hard to use
their knowledge to answer questions and apply this information to work out new things. For
example, in a Years 3 and 4 French lesson pupils showed great perseverance in tackling a
problem which the teacher helped pupils to work out by asking them questions using information
they already knew.
- Teaching assistants work well with disabled pupils and those who have special educational needs
to help them with their work and to take a full part in lessons. Sometimes pupils have easier
work which helps them to progress in their learning and the teaching assistants skilfully help
pupils to think about their learning by asking questions.
- Pupils have opportunities to think about how well they have done in their work and to indicate
their understanding. However, although books are marked, teachers do not regularly give pupils
next steps in their learning to help them improve their work and follow these up later to ensure
that pupils consolidate this aspect of their learning.
- More-able pupils are given work which engages them in learning although on occasions the
highest levels of challenge are not always there as work is a little easy and does not support
pupils to make more rapid progress and reach the highest levels.
- Teaching in the Early Years Foundation Stage is good. Children are encouraged to develop skills
in all areas of development. For example, reception children learnt about a line of symmetry
and the patterns they can create with colour, which they enjoyed.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils behave well around the school, in the playground and in
the lunch hall. They are helpful to each other and welcoming to visitors. They are consistently
polite and courteous. The school is effective in promoting positive relationships and ensuring
discrimination is not tolerated.
- Pupils take on a range of responsibilities to prepare them for their future lives and to help others
in the school. They take part in the school council, a group of pupils who have been specially
trained to help and support other pupils wear ‘green jackets’ so that they are easily identified
and another group of pupils look after the school’s guinea pigs and rabbits.
- Pupils think that behaviour is good. They like the rewards that they receive for behaving well
and trying hard, including stickers, house points, and the headteacher’s tea and prize box. One
pupil was very pleased to speak about how proud she was to be rewarded for having good
manners as she dined on the golden table at lunchtime with her friend.
- The school’s work to keep pupils safe and secure is good. Pupils say that they feel safe in the
school. They know about different types of bullying and that name calling of any kind should not
happen because it is hurtful. They say that bullying of any kind is rare and school records
confirm that their view is accurate.
- The school works well with different agencies and the police to make sure pupils know how to
keep themselves safe such as when on the internet. The very large majority of parents and
carers responding to the online survey said their child feels safe in school and that behaviour is
good. All staff who completed questionnaires said that behaviour was well managed.
- The school has focused on improving attendance and has worked hard with families to improve
attendance. This has been successful, as attendance has improved and is now broadly average.
|The leadership and management||are good|
- The headteacher, ably supported by her deputy headteacher and senior team, has high
expectations and has ensured that teaching and achievement have improved so that they are
now good. All staff who completed questionnaires are confident in the leadership of the
- Subject leaders have been supported to develop in their roles and now take an active part in
leading improvements in their areas and check that these make a difference.
- Self-evaluation is rigorous and accurate. The headteacher and senior staff know the school well
and what needs to improve further. Plans for improvement focus on appropriate priorities with
clear steps for improvement that are monitored regularly.
- The management of the performance of staff is thorough. Staff receive feedback on how to
improve their teaching which is effective. Underperformance has been challenged to ensure
teaching improves and pupils make better progress. All staff were positive about the professional
development they receive.
- The school now spends more time on literacy and numeracy so these are developed more fully
than at the time of the previous inspection. Literacy is developed in other subjects where pupils
can apply the writing skills they have learnt. Other subjects are taught through a topic approach
and the school is planning to develop skills through subjects more fully with the new curriculum
from September. Music is a particular strength of the school. A wide range of musical
instruments is taught and there is a highly successful school choir.
- Pupils’ spiritual, moral, social and cultural development is well promoted. Spirituality is promoted
in assemblies and pupils think about right and wrong. Pupils are encouraged to discuss moral
and ethical issues and be involved in debates. They are encouraged to work well with others.
Diversity and the element of being unique are valued in the school.
- The school has used its funding to employ a sports coach to deliver high-quality physical
education lessons to all year groups and to work with staff to develop their skills. New after-
school clubs have been introduced. Pupils have the opportunity to swim and have lessons with a
specialist swimming coach. Dance and cheerleading sessions have been introduced to encourage
more pupils to take part in physical activity and develop more healthy lifestyles. Pupils’ high
achievement in sport can be seen with the success of the tag-rugby team who have not lost a
match this season and won the local tournament.
- The local authority has provided effective support to monitor improvements in the school and
provide training for teachers and worked with senior leaders to improve quality assurance.
- The governance of the school:
Governance has improved since the previous inspection. Governors arranged for an external
review of themselves and have acted on the outcomes. They understand the published data
on the school and know how well the school compares to others nationally. They know how
good the quality of teaching is and how this has improved. They receive updates on the
management of the performance of staff and are aware that only staff who teach well are
rewarded. They know what support has been provided to improve teaching and to address
underperformance in the past. They receive updates on data and question senior leaders
about the difference being made, including for pupils supported by pupil premium funding.
They attend regular training and ensure statutory duties are met including for safeguarding.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||104224|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||355|
|Appropriate authority||The governing body|
|Date of previous school inspection||25–26 April 2012|
|Telephone number||0121 568 6329|
|Fax number||0121 526 5973|
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